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a particular book or article2. The fact that children, in natural environment, successfully acquire L1 with ease and  rapidity  has  confused  quite  a  number  of  linguists.  On  one  hand,  L1  stimulus  or “positive evidence”3  children are exposed to is insufficient, since sentences exposed to them in daily life are very simple and limited. Nevertheless, the sentences they produce are  unlimited  and  more  complicated.  On  the  other  hand,  “negative  evidence”4,  which leads  children  to  acquire  knowledge  of  language  through  information  feedback  of language  errors  they  make,  is  also  scanty,  as  adults  generally  will  not  correct  the ungrammatical  sentences  children  produce  unless  communication  difficulty  or misunderstanding  occurs.  Despite  all  this,  children  still  know  that  some  sentences  are not permitted and that some interpretations are allowed only in certain contexts. In short, L1  knowledge  children  acquire  in  normal  circumstances  far  exceeds  the  L1  input  they are  actually  exposed  to.  It  seems  that  some  knowledge  of  language  children  possess cannot  be  acquired  through  pure  observation  and  imitation  of  adults’  daily  speech. Furthermore,  Chomsky  (1986)  also  points  out  that  it  is  impossible  for  children,  who accept  limited  language  input,  to  obtain  all  knowledge  of  language  with  the  help  of generalization,  association,  analogy,  induction  or  other  general  procedures.  In  other words,  some  knowledge  of  language  is  not  acquired  through  learning,  and  the  core common grammatical principles, as a part of biological endowment, do not need to be learned, and cannot be violated, either. Therefore, the well-known UG Theory, which is proposed as an explanation, comes into being.  
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2.2 Studies of Acquisition of English Functional Category T  
This part includes two subparts, namely, overseas studies on L2ers’ acquisition of English functional category T and studies at home. Over the past few years, overseas researchers in SLA have already done a number of  studies  on  the  acquisition  of  English  functional  category  T  by  L2ers.  Haznedar  and Schwartz (1997) examine the infinitive-like verbal forms in early child SLA of English, and investigate whether there exists a phase where inflection is “optional” in children’s ILGs.  Longitudinal  production  data  from  a  Turkish-speaking  child  L2er  of  English (Erdem) show that this subject uses both inflected and uninflected verbal forms in main clauses over an extended period, a本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。